Fourth Grade English Language Arts Scope and Sequence...WHCSD Scope and Sequence Fourth Grade ELA...

WHCSD Scope and Sequence Fourth Grade ELA 2016-2017

Fourth Grade English Language Arts Scope and Sequence

COURSE OVERVIEW & TIMING This section is designed to help you see the flow of your units/topics across the entire school year.

Quarter Unit Unit Length

First Quarter Smart Start 5 Days

First Quarter Unit 1: How can a challenge bring out our best? 28 Days

First/Second Quarter Unit 2: What can animals teach us? 28 Days

Second Quarter Unit 3: How can you show your community spirit? 28 Days

Third Quarter Unit 4: How do different writers treat the same topic? 28 Days

Third/ Fourth Quarter Unit 5: What helps you understand the world around you? 28 Days

Fourth Quarter Unit 6: How can you build on what comes before? 28 Days

OVERALL COURSE TIMING This section is designed to help you compare the number of available instructional days to the number of days you have

accounted for in the scope and sequence.

Course Length

Total number of instructional days in school year: 177 Days

Total number of instructional days for all units included in the Scope and Sequence: *this does not include the 5 days allotted for the “Smart Start” implementation*

173 Days


First Quarter

Comprehension Strategy – Make Predictions, Reread Comprehension Skill – Sequence, Problem Solution, Compare and Contrast, Cause and Effect, Main Ideas

and Key Details Genre – Fairy Tale, Realistic Fiction, Expository Text, Narrative Nonfiction, Persuasive Articles Vocabulary Strategy – Context Clues: Synonyms, Multiple-Meaning Words, Definitions and Restatements,

Idioms, Suffixes Writing Traits – Ideas, Organization, Sentence Fluency Grammar – Sentences, Subject and Predicates, Compound Sentences, Clauses and Complex Sentences,

Run on Sentences

Resources

UNIT 1STANDARDS

28 Days

Language Standards K-5/Conventions of Standard English L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. (Week 1, 2, 3)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Week 1, 2, 4)

L.4.1e Form and use prepositional phrases. (Week 1, 4)

L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (Week 1, 5

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). (Week 5)

L.4.2c Use a comma before a coordinating conjunction in a compound sentence. (Week 3, 4)

Language Standards K-5/Vocabulary Acquisition and Use L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4

reading and content, choosing flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (Focus:, Week 3 & 5 – Multiple-Meaning Words, Week 4 – Definitions and Restatements)

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (Focus: Week 5 – Suffixes: -ive, -ly, -ful)

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (Focus: Week 1 – Synonyms)

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. (Focus: Week 2 – Figurative Language - Idioms)

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (Focus Week 1 – Synonyms, Week 3 & 4 – Synonyms (spiraled)).

Reading Standards: Foundational Skills K-5 /Phonics and Word Recognition

RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Reading Standards: Foundational Skills K-5 /Fluency RF.4.4a Read on-level text with purpose and understanding.

RF.4.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Informational Text K-5/Key Ideas and Details RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Focus:

Week 5)

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Focus: Week 1 – Sequence)

Reading Standards for Informational Text K-5/Craft and Structure RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,

ideas, concepts, or information in a text or part of a text. (Week 3 – Compare and Contrast, Week 4 – Cause and Effect, Week 5 – Compare and Contrast (spiraled))

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Reading Standards for Informational Text K–5/Range of Reading and Level of Text Complexity RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Literature K-5/Key Ideas and Details RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text

(e.g., a character’s thoughts, words, or actions). (Focus: Week 2 – Problem & Solution, Sequencing (spiraled)) Reading Standards for Literature K-5/Craft and Structure RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference

between first- and third-person narrations. (Focus: Week 1 – Compare Across Texts)

Reading Standards for Literature K-5/Range of Reading and Level of Text Complexity RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the

grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking & Listening Standards K-5/Comprehension and Collaboration SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Unit 1 Wonders http://connected.mcgrawhill.com/connected/login.do Florida Center for Reading Research http://www.fcrr.org/ (great resource for premade learning centers)

Read Write Think http://www.readwritethink.org/ Teacher College http://www.readwritethink.org/ (great resource for writing assessments aligned to Lucy Calkins Units of Study) ReadWorks www.readworks.org

Leveled Articles

https://newsela.com/

ODE Model Curriculum http://education.ohio.gov/Topics/Ohios-Learning-Standards/English Engage NY https://www.engageny.org/ Leveled Non-Fiction Text: https://newsela.com/

http://connected.mcgrawhill.com/connected/login.do



http://www.fcrr.org/

http://www.readwritethink.org/




http://www.readworks.org/

http://education.ohio.gov/Topics/Ohios-Learning-Standards/English




https://www.engageny.org/



SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

Speaking & Listening Standards K-5/Presentation of Knowledge and Ideas SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Writing Standards K-5 /Text Types and Purposes Focus: Narrative Writing

W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally.

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events

precisely.

W.4.3e Provide a conclusion that follows from the narrated experiences or events. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate

to task, purpose, and audience. W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to

situations.

W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3e Provide a conclusion that follows from the narrated experiences or events. Writing Standards K-5 /Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task,

purpose, and audience.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Writing Standards K-5 /Research to Build and Present Knowledge

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

W.4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Writing Standards K–5 /Range of Writing

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

First / Second Quarter

Comprehension Strategy – Ask and Answer Questions, Summarize, Literary Element- Meter and Rhyme Comprehension Skill – Theme, Main Idea and Key Details, Point of View, Genre – Folktale, Drama, Narrative Nonfiction, Expository Text, Lyric Poetry and Haiku, Vocabulary Strategy – Root Words, Context Clues, Antonyms, Prefixes, Figurative Language, Writing Traits – Organization, Voice, Ideas, Word Choice Grammar – Singular, Plural, Irregular Plural, Possessive, Common and Proper Nouns, Combining

Sentences

Resources

UNIT 2 STANDARDS

28 Days


speaking. (Week 1, 2)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Week 1)

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (Week 1)


L.4.2a Use correct capitalization. (Week 1)

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

Language Standards K-5/Vocabulary Acquisition and Use L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or

phrase. (Focus: Week 3 & 4 – Sentence Clues)


Read Write Think http://www.readwrit






WHCSD Scope and Sequence Fourth Grade ELA 2016-2017 L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,

telegraph, photograph, autograph). (Focus: Week 1 – Suffixes –ful (spiraled), Week 4 – Prefixes)

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (Focus: Week 1 – Root Words (note: root words applies to L.3.4c and is a review of 3

rd grade content))

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (Focus: Week 5 – Figurative Language: Similes and Metaphors)

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (Focus: Week 1, 2 & 3 – Synonyms (spiraled), Week 2 & 4 – Context Clues with Antonyms)




Reading Standards for Informational Text K-5/Key Ideas and Details RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing


RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Focus: Week 3 & 4– Main Idea and Key Details, Week 4 – Summarize (spiraled))


ideas, concepts, or information in a text or part of a text. (Focus: Week 3 – Compare and Contrast (sprialed))






RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. (Focus: Week 1 & 2 – Theme, Week 2: Summarize)

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Focus: Week 5 – Sequencing (spiraled))

Reading Standards for Literature K-5/Craft and Structure RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference

between first- and third-person narrations. (Focus: Week 5 – Point of View)















College and Career Readiness Anchor Standards 6-12/Speaking and Listening SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Writing Standards K-5 /Text Types and Purposes Focus: Informational Writing W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related

ideas are grouped to support the writer’s purpose.

W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also,

ethink.org/ Teacher College http://www.readwritethink.org/ (great resource for writing assessments aligned to Lucy Calkins Units of Study) ReadWorks www.readworks.org













because).

W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2e Provide a concluding statement or section related to the information or explanation presented.

Writing Standards K-5 /Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task,







W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.





Second Quarter:

Comprehension Strategy – Visualize, Reread, Comprehension Skill – Point of View, Author’s Point of View, Genre – Fantasy, Realistic Fiction, Biography, Persuasive Article Vocabulary Strategy – Context Clues, Synonyms and Antonyms, Latin and Greek Suffixes, Greek Roots Writing Traits – Sentence Fluency, Word Choice, Ideas, Organization, Voice Grammar – Action Verbs, Verb Tense, Main and Helping Verbs, Linking Verbs, Irregular Verbs

Resources

UNIT 3 STANDARDS

28 Days


speaking. (Week 1, 2, 4, 5)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Week 1)

L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (Week 1, 2)

L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (Week 3)

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (Week 1)


L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Week 3)

L.4.2a Use correct capitalization. (Week 1)


Language Standards K–5 /Knowledge of Language L.4.3a Choose words and phrases to convey ideas precisely.

L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).


phrase. (Focus: Week 1 – Paragraph Clues, Week 2 & 3 – Definitions and Restatements)

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (Focus: Week 4 & 5– Latin and Greek Suffixes (-able, -ify))

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (Focus: Week 1, 2 , 3 – Synonyms (spiraled), Week4 - Antonyms)

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).


























WHCSD Scope and Sequence Fourth Grade ELA 2016-2017 RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the

text. (Focus: Week 3 & 5 – Main Idea and Key Details)


ideas, concepts, or information in a text or part of a text. (Focus: Week 4 & 5 – Compare and Contrast (spiraled))


Reading Standards for Informational Text K–5/Integration of Knowledge and Ideas RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. (Focus: Week 3, 4

& 5– Author’s Point of View)





RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Focus: Week 1 & 2 – Problem and Solution (spiraled))

Reading Standards for Literature K-5/Craft and Structure RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to

significant characters found in mythology (e.g., Herculean).

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (Focus: Week 1 & 2 – Point of View)

Reading Standards for Literature K-5/Integration of Knowledge and Ideas RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text,

identifying where each version reflects specific descriptions and directions in the text.

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.














Writing Standards K-5 /Text Types and Purposes Focus: Opinion Writing W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related


W.4.1b Provide reasons that are supported by facts and details.

W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d Provide a concluding statement or section related to the opinion presented.















Third Quarter:

Comprehension Strategy – Ask and Answer Questions, Make Predictions Literary Element – Stanza and Repetition Comprehension Skill – Cause and Effect, Point of View, Theme, Genre – Narrative Nonfiction, Fantasy, Historical Fiction, Expository Text, Narrative Poems Vocabulary Strategy – Latin Roots, Idioms, Context Clues: Synonyms, Context Clues, Connotation and

Denotation Writing Traits – Organization, Ideas, Word Choice Grammar – Pronouns and Antecedents, Types of Pronouns, Pronoun-Verb Agreement, Possessive

Pronouns, Pronouns and Homophones

Resources

UNIT 4 STANDARDS

28 Days


speaking. (Focus: Week 1, 3, 4)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Focus: Week 1, 2)

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).(Focus: Week 1, 2)

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). (Focus: Week 4, 5)

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text. (Focus: Week 3)




phrase. (Focus: Week 4 & 5 – Paragraph Clues)

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (Focus: Week 1, 2 – Latin Roots, Week 1 - Greet and Latin Suffixes (spiraled))

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. (Focus: Week 1, 2, 3 – Figurative Language – Idioms)

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (Focus: Week 3 & 4 – Using Context Clues with Synonyms, Week 5 – Connotation and Denotation (this is a 5

th grade standard)









RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Reading Standards for Informational Text K-5/Craft and Structure RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a

grade 4 topic or subject area.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (Focus: Week 1, 4 – Cause and Effect)

Reading Standards for Informational Text K–5/Integration of Knowledge and Ideas RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time

lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. (Focus: Week 1, 4 – Author’s Point of View (spiraled))



















WHCSD Scope and Sequence Fourth Grade ELA 2016-2017 RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject

knowledgeably.





RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. (Focus: Week 5 – Theme)

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Focus: Week 3 – Problem and Solution)



RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.(Focus: Week 2, 3, 5 – Point of View)

Reading Standards for Literature K-5/Integration of Knowledge and Ideas RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text,

identifying where each version reflects specific descriptions and directions in the text.

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.














Writing Standards K-5 /Text Types and Purposes Focus: Opinion and Informational W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related


W.4.1b Provide reasons that are supported by facts and details.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.













W.4.9a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a


story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).




Third / Fourth Quarter

Comprehension Strategy – Visualize, Summarize Comprehension Skill – Problem and Solution, Cause and Effect, Problem and Solution, Sequence Genre – Realistic Fiction, Homographs, Biography, Expository Text, Informational Articles, Vocabulary Strategy – Similes and Metaphors, Greek Roots, Context Clues: Antonyms, Writing Traits – Organization, Sentence Fluency, Sentence Fluency, Voice

Grammar – Adjectives, Articles, Adjectives that Compare, Comparing with More and Most, Comparing with Good and Bad

Resources

UNIT 5 STANDARDS

28 Days


speaking. (Focus: Week 1, 2, 4)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Focus: Week 2)

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (Focus: Week 1, 2)

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). (Focus: Week 4)

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text. (Focus: Week 1)

L.4.2c Use a comma before a coordinating conjunction in a compound sentence. (Focus: Week 5)


phrase. (Focus: Week 2 & 3 – Homographs, Week 3 – Context Clues Using Sentence Clues)

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (Focus: Week 3 & 4 – Greek Roots)

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (Focus: Week 1, 2 – Figurative Language: Similes, Week 1 - Metaphors)

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. (Focus: Week 1 – Figurative Language – Idioms, Week 5 – Proverbs and Adages)

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (Focus: Week 4 & 5 – Context Clues using Antonyms)








RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Focus: week 3, 4, & 5 – Main Ideas and Key Details (spiraled))

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Focus: Week 4 – Sequence)



RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (Focus: Week 3 – Problem and Solution, Week 4 – Cause and Effect (spiraled), Week 5 – Sequence))

Reading Standards for Informational Text K–5/Integration of Knowledge and Ideas RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. (Focus: Week 5 –

Author’s Point of View (spiraled))





RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.(Focus: Week 2 – Theme)

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Focus: Week 1 – Problem and Solution, Week 2 – Cause and

Unit 5 Wonders http://connected.mcgrawhill.com/connected/login.do

Florida Center for Reading Research http://www.fcrr.org/ (great resource for premade learning centers)



















Effect)



RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.(Focus: Week 1– Point of View (spiraled))

Reading Standards for Literature K-5/Integration of Knowledge and Ideas RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.















Writing Standards K-5 /Text Types and Purposes Focus: Narrative

W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally.

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events

precisely.

W.4.3e Provide a conclusion that follows from the narrated experiences or events.

W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.



W.4.3e Provide a conclusion that follows from the narrated experiences or events. Writing Standards K-5 /Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task,













Fourth Quarter

Comprehension Strategy: Read, Ask and Answer Questions Literary Elements – Imagery and Personification Comprehension Skill – Theme, Main Idea and Key Details Genre – Historical Fiction, Narrative Nonfiction, Expository Text, Free Verse Poetry Vocabulary Strategy – Connotation and Denotation, Homophones, Latin and Greek Prefixes, Proverbs and

Adages, Figurative Language Writing Traits – Word Choice, Organization, Ideas Grammar – Adverbs, Comparing with Adverbs, Negatives, Prepositions, Sentences using Prepositions

Resources

UNIT 6 STANDARDS

28 Days


speaking. (Focus: Week 1, 2, 3, 4, 5)

L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (Focus: Week 1)

L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (Focus: Week 3)

L.4.1cUse modal auxiliaries (e.g., can, may, must) to convey various conditions. (Focus: Week 4)

L.4.1e Form and use prepositional phrases. (Focus: Week 1, 2, 5)

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). (Focus: Week 2)

L.4.2a Use correct capitalization. (Focus: Week 2)

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text. (Focus: Week 2, 4)

L.4.2c Use a comma before a coordinating conjunction in a compound sentence. (Focus: Week 2)



L.4.3b Choose punctuation for effect. Language Standards K-5/Vocabulary Acquisition and Use L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4

reading and content, choosing flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (Focus: Week 3, 4 – Latin and Greek Prefixes)

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (Focus: Week 2, 3 – Homophones)

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (Focus: Week 5 – Figurative Language: Metaphor)

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. (Focus: Week 1, 4, 5 – Proverbs & Adages (spiraled))

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (Focus: Week 1, 2 - Connotation and Denotation)









RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Focus: Week 3, 4 – Main Idea and Details)

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.



RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (Focus: Week 3 – Problem and Solution (spiraled), week 5- Sequence & Cause and Effect (spiraled))

Reading Standards for Informational Text K–5/Integration of Knowledge and Ideas RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time

lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. .



















WHCSD Scope and Sequence Fourth Grade ELA 2016-2017 RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject

knowledgeably.





RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. (Focus: Week 1, 2, 5 – Theme)

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Focus: Week 1 – Problem and Solution (spiraled), Week 2 – Cause and Effect (spiraled))



RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Reading Standards for Literature K-5/Integration of Knowledge and Ideas RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.












facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Focus: Tie in with research project)

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. . (Focus: Tie in with research project)

Writing Standards K-5 /Text Types and Purposes Focus: Research Project W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related




W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.












Fourth Grade English Language Arts Scope and Sequence...WHCSD Scope and Sequence Fourth Grade ELA...

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